Karla Quintero

Eugene Riordan

WRIT2 Reflective Letter

March 16, 2023

Writing 2 Reflective Letter

Coming into Writing 2, I felt fairly confident in my reading and writing skills. I would

complete readings and papers for other classes without thinking twice; but it wasn’t until I

completed this final portfolio, that I came to realize how much progress I have made since then.

Coming into this class I had the poor tendencies of going straight into final drafts, barely

skimming the readings that I chose as references, and skipping the revision process altogether. It

wasn’t until our class readings and group discussions, that I came to realize the error of my ways.

By hearing the perspectives of my classmates, along with Eugenes’ in-depth lectures about each

reading, I came to realize the advantage that completing a first draft, fully understanding your

supporting texts, and completing the revision process, can have on one’s writing proficiency.

Before taking Writing 2, I loathed the idea of starting a writing assignment. I would

spend most of my time staring at a blank document, critiquing every idea that came to mind.

Then, when I would finally begin typing, I would constantly find myself deleting or rewording

things, in an effort to make it sound perfect. The entire idea of completing a first draft would be

thrown out the window, and the writing process would be prolonged. However, this mindset of

mine was challenged when I read one of Eugene’s assigned readings by Peter Elbow. In this

specific reading, Peter Elbow explains the concept of First and Second order thinking. First order

thinking can be described as, “intuitive and creative, and does not strive for serious direction or

control” (37). This method of thinking can typically be seen in first drafts, while Second order
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thinking takes place afterwards (during the revision/editing process). Peter Elbow describes

Second order thinking as, “conscious, directed, [and] controlled thinking” (37). By taking the

time to complete First order thinking during the drafting process, you are allowing yourself to

brainstorm freely. These ideas, once compiled, can then be edited and restructured during Second

order thinking, in order to find the proper structure for your paper. After reading Elbow’s article,

my eyes were opened, as I came to realize that I had been overlooking an important step in the

writing process. Now, I make sure to complete first drafts for my written assignments, while

practicing First order thinking as well. This has made the writing process less tedious, as I am

able to come up with a large array of ideas/claims to consider for my final draft; and I no longer

spend all of my energy towards making things perfect.

Along with writing assignments, the large majority of my classes require me to complete

readings, which vary from academic articles to textbook chapters. Although I would take the

time to complete these readings, I wouldn't make the effort to fully analyze the author’s claims. I

would just quickly read them without processing the message. I even found myself doing this

coming into Writing 2, as I would mindlessly skim the readings that Eugene would assign; and

force myself to take notes. This mindset of mine was challenged by Eugene’s assigned reading

by Mike Bunn, on “How to Read Like a Writer”. In this article, Bunn stresses that while reading

an academic text, you must take the author's word choices and overarching claims into deep

consideration; and you must ask yourself what the author, and your professor, want you to take

from the reading. These points gave me a complete wake up call, and made me realize how

mindlessly I was handling the readings which my professors had assigned. By asking myself

these deeper questions, and paying attention to the author’s writing choices, I have been able to
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properly retain and understand the readings for my courses; so much so that I feel confident

enough to participate in class.

As mentioned previously, I had the poor tendency of skipping first drafts during the

writing process. I would try my best to get a final-draft-worthy paper in one take, which made

the writing process extremely slow and tiring. Then, by the time I would finish my writing

assignment, I would barely take the time to make final revisions or spell-check. This has hurt my

grade in the past multiple times, as professors would leave notes saying that minor spelling errors

had taken a few points off of my grade. Over time, I pushed myself to be thorough during the

revision process, but Eugene’s assigned reading by Sandra L. Giles really hit home. Giles

explains that the revision process is deeper than spell-check and correcting grammar. The

revision process allows you to uncover possible issues with the delivery of your claims, and

allows you to make improvements about your language and style. In the past, I have gotten

graded papers back from my teachers, and there would be the occasional question mark next to

one of my sentences. I never really understood what that feedback meant, and it would leave me

frustrated and confused. Since completing this reading and hearing Eugene’s perspectives on

revision, I have come to realize that it is a vital step in the writing process. By editing and

revising, you are putting yourself in the shoes of the readers, in order to determine if you have

properly presented your claims. Since completing this reading in Writing 2, I have made a

conscious effort to reread and revise my papers. This has not only helped my grade, but it has

helped me realize that writing is a form of expression; and revising is the act of ensuring that

your message is coming across appropriately.

Overall, while my methods of reading and writing have improved immensely, I feel that

my confidence has grown as well. Since about the 6th grade, writing has been my strongest
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subject; however, my anxiety towards asking questions or asking for feedback, has kept me from

reaching my potential. By completing Writing 2 I feel confident in my writing skills, and

Eugene’s welcoming classroom environment encouraged me to voice my questions and opinions.

While I will most definitely keep these reading and writing techniques in mind, as I continue

through my academic career, I will never forget to wash my hands and to not be a racist.
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Works Cited

Bunn, Mike. “How to Read Like a Writer.” Writing Spaces: Readings on Writing, Volume 2,

edited by Charles Lowe and Pavel Zemliansky, Anderson, South Carolina, Parlor Press,

2011.

Elbow, Peter. “Teaching Thinking by Teaching Writing.” Change, Volume 15, No. 6, Sep. 1982,

pp. 37-40.

Giles, Sandra L. “Reflective Writing and the Revision Process: What Were You Thinking?”

Writing Spaces: Readings on Writing, Volume 1, edited by Charles Lowe and Pavel

Zemliansky, Anderson, South Carolina, Parlor Press, 2010.